motivate me to be creative in finishing my tasks adventure 28 teenager 28 Comic Sans 28 colourful 28 horizontal 28

136 f. etc. 28 2 7.14 Instruction Setting 17. I will enjoy the English instruction if it is conducted in

a. classroom 28

16 57.14 b. library 28 2 7.14 c. practice room 28 8 28.57 d. outside the classroom garden or class corridor 28 8 28.57 e. etc. 28 1 3.57 18. In finishing the task I like to do it

a. individually 28

12 42.86 b. in pairs 28 11 39.29 c. in small group 4-5 28 11 39.29 Student Role 19. In a learning process, I will

a. listen to the teacher explanation 28

15 53.57 b. ask some questions and delivering my opinion 28 3 10.71 c. be guided by my teacher in finishing my work 28 9 32.14 d. use my creativity in finishing my tasks 28 13 46.43 Teacher Role 20. In finishing my task, I want my teacher to a. motivate me to finish my task 28 10 35.71 b. check the students around the class 28 4 14.29 c. giving the students chance to deliver the opinion 28 5 17.86 d. always monitor the learning process 28 5 17.86

e. motivate me to be creative in finishing my tasks

28 18 64.29 f. etc. 28 0.00 Comic strips in Learning Materials 21. The type of a story that I like is a. daily life 28 12 42.86

b. adventure 28

13 46.43 c. superhero 28 0.00 d. comedy 28 12 42.86 137 e. etc. 28 0.00 22. Character that I like in a comic strip is a. children 28 4 14.29

b. teenager 28

21 75.00 c. adult 28 4 14.29 d. etc. 28 2 7.14 23. The type of font that suitable in a comic strip is a. Times New Roman 28 8 28.57

b. Comic Sans 28

16 57.14 c. Tempus Sans 28 7 25.00 d. etc. 28 0.00 24. I like to read a comic strip that a. black and white only 28 11 39.29

b. colourful 28

18 64.29 c. etc. 28 1 3.57 25. The form of panels that I like in reading a comic strip is a. vertical 28 10 35.71

b. horizontal 28

23 82.14 c. etc. 28 0.00 138 APPENDIX C INTERVIEW TRANSCRIPT 139 The Interview Transcript R : Researher O : Travasee Manager Owner R : “ Selamat pagi Ran. ” O : “ Selamat pagi. Ada apa sa? ” R : “ Begini Ran, saya mau interview tentang usaha perjala n wisatamu.” O : “ Oh iya, Gimana? ” R : “ Travel Agentmu namanya apa? Kantornya dimana? ” O : “ Namanya Travasee. Di Semarang Sa. ” R : “ Kalo di Travel Agent itu ada bagian apa aja ya? ” O : ” Garis besarnya sih ada dua bagian, ada marketing sama opesional. Nah kalo pekerjaannya ada phpjava developer, sales executive , staff administrasi, staff operasional, social community strategist , sama tour escort . ” R : “ Kalau yang biasa komunikasi pakai bahasa Inggris bagian apa? ” O : “ Ya kalo di travel agent sih paling waktu jadi tour escort dan sales executive . ” R : “ Kalau jadi tour escort itu kerjaannya apa aja?” O : “ Ya kayak tour guide gitu. Nemenin customer waktu mereka ke tempat- tempat wisata dan menceritakan apa aja yang ada di tempat-tempat wisata itu. Jadi kalau clientnya orang luar ya dia harus pakai bahasa Inggris. ” R : “ Kalo sales executive kerjaannya apa? ” O : “Sales executive itu dia yang berhubungan sama client nya” R : “ Apakah termasuk urusan booking hotel, tempat makan, sama tiket-tiket gitu? ” O : “ Enggak, kalau itu bagian operasional. ” R : “ Oh gitu ya. Kalau sales executive komunikasi sama client biasanya lewat apa Ran? ” O : “ Ya biasanya lewat telfon atau e-mail. ” 140 R : “ Oh ya kalo waktu nawarin tour ke client itu pernah nggak sales executive itu nanyain pengalaman tour mereka sebelumnya? ” O : “ Kadang sih nanya, tapi biasanya mereka yg cerita sendiri sih tanpa kita nanya juga. Mereka jg mastiin ke kita supaya enggak ada kekurangan-kekurangan kayak tour sebelumnya. ” R : “ Oh OK. Makasih ya Ran. ” O : “ Ya. Sama-sama. ” 141 APPENDIX D COURSE GRID 142 DEVELOPING COMIC STRIP-BASED LEARNING MATERIALS FOR GRADE X STUDENTS OF TRAVEL AGENT DEPARTMENT OF SMK N 6 YOGYAKARTA UNIT 1 COURSE GRID Name of the School : SMK N 6 Yogyakarta Program of Expertise : Travel Agent Grade Semester : XII Title Core Competencies Basic Competencies Indicators Input Language Activities Lets Plan an Adventurous Trip 1. Appreciating and practicing the precept of their religion. 2. Appreciating and practicing to behave honest, discipline, responsibility, caring mutual assistance, cooperation, tolerance, 1 Grateful for the opportunity to learn English as a language of international communication. 2.1 Develop mannered behavior and care in carrying out inter- personal communication Reading and Writing Ss are able to: • e tio the expression of asking for intention in the written form. • e tio the expressions of stating intention in the written form. • ite the e p essio of asking for intention • Te ts o tai i g the expression of asking for and stating intention. Expression of asking for intention, example: What will you do on the next holiday? Response: I will go to my g a d othe ’s house with my family. •E a i i g a te t containing the expression of asking for and stating intention and writing things the students do not know andor want to know further •Maki g uestio s ased on the things that students do not know andor want to know further • Readi g te t a d the answering comprehension 143 peace, polite, responsive and pro-active and showing the attitude as part of the solution to various problems in interacting effectively with the social and natural environment and in placing itself as a reflection of the nation in the association world. 3. Understanding, applying, analyzing factual knowledge, conceptual, procedural based with teachers and friends 3.4 Analyze social functions, text structure, and linguistic elements to represent and inquire about the intentions of doing an action activity, according to the context of its use. 4.5 Develop oral and written text to state and inquire about the intentions of in the written form. • ite the e p essio s of stating intention in the written form. questions • Readi g te t a d the answering comprehension questions • “tud i g the fu tio a d other examples of asking for and stating intention • A s e i g uestio s that have been made before and presenting to the class •Co pleti g a diag am and presenting the diagram on the display board Grammar Ss are able to : • ide tif the use of • The e pla atio about differentiation between the use of ill a d e The example of the use ill : I will send an e- mail and ask the • Reading a text and underlining the verbs form used to express intention. • Readi g a e pla atio 144 on the curiousity sense about science, technology, arts, culture, and humanities with an insight of humanity, national, state, and civilization related to the causes of phenomena and events, as well as applying procedural knowledge in the field specific studies according to their talents and interests to solve the problem. doing an action activity, with attention to the social function, the structure of the text, and linguistic elements are correct and appropriate context. ill a d e goi g to in a text • ite se te es usi g ill a d e goi g to in a text going travel agent about the itinerary right now. The example of the use e going to: I think I cannot join the trip because I am going to my g a d othe ’s house tomorrow. about the use of verb form to express intention and completing sentences. • A s e i g uestio s that have been made before and presenting to the class • Co pleting a text • W iti g sho t lette usi g the expressions of asking for and stating intention. Listening and Speaking Ss are able to: • ide tif the expression of asking • Dialogue i the form of comic strips containing the expression of asking for intention and Expression of asking for intention example: In what time will • E a i i g a spoke te t containing the expression of asking for and stating intention and writing things the students do not know andor want to know 145 4. Processing, reasoning, and presenting in the realm of the concrete and abstract related to the development of the self-learned at school, and were able to use the method according to the rules of science. for intention • ide tif the expressions of stating intention • pa ti ipate i dialogues to ask for intention • pa ti ipate i dialogues to state intention stating intention • E p essio s of asking for intention and stating intention you be here? Response: We are planning to start the trip in the morning. further •Maki g uestio s ased on the things that students do not know andor want to know further • Liste i g to the dialog and answering the comprehension questions and reporting the answer to the class. • Liste i g to the dialog and filling the blanks and reporting the answer to the class • Filli g a dialog i the fo of comic strip and answer the comprehension questions. Pronunciation • E pla atio Rising intonation, • “tud i g the e pla ation 146 Ss are able to: • p o ou e o e t intonation in asking for intention about intonation in questioning • E p essio s of asking for intention ex. : Will you also play flying fox? Falling intonation, ex. : What are you going to do after school? about intonation in questioning and pronouncing several questions about asking for intention • A s e i g uestio s that have been made before and presenting to the class • Aski g f ie ds’ holida planning and writing down the expressions used Vocabulary Ss are able to • e tio the te related to the topic Words related to the topic  adventure  challenging  intention  plan  spend  tour • Mat hi g the o ds a d the definition 147 DEVELOPING COMIC STRIP-BASED LEARNING MATERIALS FOR GRADE X STUDENTS OF TRAVEL AGENT DEPARTMENT OF SMK N 6 YOGYAKARTA UNIT 2 COURSE GRID Name of the School : SMK N 6 Yogyakarta Program of Expertise : Travel Agent Grade Semester : XII Title Core Competencies Basic Competencies Indicators Input Language Activities Stories Behind Wonderful Places 1. Appreciating and practicing the precept of their religion. 2. Appreciating and practicing to behave honest, discipline, responsibility, caring mutual assistance, cooperation, tolerance, peace, polite, responsive and pro-active and showing the attitude as part of the solution to various problems in interacting effectively with the social 1.1 Grateful for the opportunity to learn English as a language of international communication. 2.1 Develop honest behavior, discipline, self- confidence, and be responsible in implementing transactional communication Reading and Writing Ss are able to: • describe the detailed information of the narrative text • describe the purpose or social function of the • Narrative texts in the form of comic strip A narrative text is text that tells a story. Its purpose is to entertain or to amuse the readers. A narrative text is organized to include:  an orientation  a complication  A sequence of events  A resolution  a coda •E a i i g a narrative text and writing things the students do not know andor want to know further •Maki g uestio s based on the things that students do not know andor want to know further • Rereading the text and then answering comprehension 148 and natural environment and in placing itself as a reflection of the nation in the association world. 3. Understanding, applying, analyzing factual knowledge, conceptual, procedural based on the curiousity sense about science, technology, arts, culture, and humanities with an insight of humanity, national, state, and civilization related to the causes of phenomena and events, as well as applying procedural knowledge in the field specific studies according to their talents and interests to solve the problem. 4. Processing, reasoning, and presenting in the realm of with teachers and friends. 3.10 Analyzing social function, the structure of the text, and linguistic elements of narrative text in the form of simple folk legend, according to the context of its use. 4.15 Comprehending the meaning of spoken and written narrative text form of simple short stories. narrative text • identify the organization of the narrative text questions • Studying the explanation of narrative text included the purpose and organization of the text • Reading a narrative text and identifying the organization of the text • Answering comprehension questions related to the text Grammar Ss are able to : • ide tif the use of past tense in • The explanation about past tense To express something that happened in the past. The patterns are: a. S + V II regularirregular Example: He • Studying explanation about past tense • Filling the blanks sentences with the 149 the concrete and abstract related to the development of the self-learned at school, and were able to use the method according to the rules of science. narrative texts • applying the verbs form used in narrative text • rewrite a narrative text with the stude ts’ o words. intended to join the party. b. S + to be II was, were Example : A blood war was inevitable with Prambanan troop massacred correct form • Identifying the word indicating the use of past tense in a text and making sentences • A s e i g questions that have been made before and presenting to the class • Filling a text with the word given in the box • Answering comprehension questions •Rewriting the text Listening and Speaking • Narrative texts in the form of • Examining a spoken narrative text and writing things the 150 Ss are able to: • explain the detailed information of a spoken narrative text • retell a narrative text comic strip students do not know andor want to know further •Maki g uestio s based on the things that students do not know andor want to know further • Listening to a narrative text and answering the comprehension questions by matching the answer and the question in the table and reporting the answer to the class. • Listening to the text again and arranging jumbled pictures based on the text that they heard. 151 Pronunciation Ss are able to: • p o ou e words with the o so a t g a d h • Explanation about the consonant g a d h Consonant g a d h are pronounced silently if they come after sound a. e ɪ , b. a ɪ , c. u , d. ɔ , e. ə ʊ , f. a ʊ , Meanwhile, consonant g a d h are pronunced f if they come after sound a. ʌ , b. : , c. , Consonant “g” and “h” are pronounced g if they are in the beginning of the word. For example: ghastly – ghoul • Studying an explanation about the pronunciation of o so a t g a d h i the te t. • Pronouncing words using the consonant g a d h 152 Grammar Ss are able to : • identify the use of direct and indirect speech in the story • Explanation about the use of direct and indirect speech Direct speech is when we report what someone says by repeating the exact words. In writing, we use inverted commas, example:  He said, I have a present for you in my bag.  He asked me, why do you come late?. Indirect speech also called reported speech is when we give the same meaning of what someone says without repeating the exact words. In this case, we do not use inverted commas and certain changes may be necessary, example:  He said that he • Studying an explanation about direct and indirect speech • Changing direct speech into reported speech. • Answering questions that have been made before and presenting to the class • Listening to a narrative text and answering comprehension questions • Retelling the text heard before. 153 had a present for me in his bag.  He asked me why I came late. Vocabulary Ss are able to • mention the term related to the topic Words related to the topic swamp temple mountain strait volcano • Repeating the pronunciation of the words after the recording 154 155 DEVELOPING COMIC STRIP-BASED LEARNING MATERIALS FOR GRADE X STUDENTS OF TRAVEL AGENT DEPARTMENT OF SMK N 6 YOGYAKARTA UNIT 3 COURSE GRID Name of the School : SMK N 6 Yogyakarta Program of Expertise : Travel Agent Grade Semester : XII Title Core Competencies Basic Competencies Indicators Input Language Activities Let’s Tell Ou Adventurous Trip 1. Appreciating and practicing the precept of their religion. 2. Appreciating and practicing to behave honest, discipline, responsibility, caring mutual assistance, cooperation, tolerance, peace, polite, responsive and pro-active and showing the attitude as part of the solution to various problems in 1.1 Grateful for the opportunity to learn English as a language of international communication. 2.1 Develop behavioral responsibility, caring, cooperation, peace and love, in performing functional communication. 3.9 Analyze social Reading and Writing Ss are able to: • describe the detailed information of the narrative text • explain the purpose or social function of the • Recount texts in the form of comic strip Recount text is a text that tells hat happe ed . The pu pose of recount text is to tell the readers what happened in the past through a sequence of event.. A recount text is organized to include: a. An orientation b. A record of events c. Reorientation •E a i i g a recount text and writing things the students do not know andor want to know further •Maki g uestio s based on the things that students do not know andor want to know further • Rereading the text and then 156 interacting effectively with the social and natural environment and in placing itself as a reflection of the nation in the association world. 3. Understanding, applying, analyzing factual knowledge, conceptual, procedural based on the curiousity sense about science, technology, arts, culture, and humanities with an insight of humanity, national, state, and civilization related to the causes of phenomena and events, as well as applying procedural knowledge in the field specific studies according to their talents and interests to solve the functions, text structure, and linguistic elements of the text recount about experiences, events, and events, according to the context of its use. 4.13 Comprehending the meaning of spoken and written recount text about the experiences, activities, events, and event. 4.14 Develop oral and written recount text about activities, events, event, taking into account the social function, the structure of the text, and correct linguistic elements based on narrative text • identify the organization of the narrative text • writing a short recount text answering comprehension questions • Studying the explanation of recount text including the purpose and organization of the text • Reading a recount text and identifying the organization of the text Grammar Ss are able to : • ide tif the use of past tense in recount texts • The explanation about past tense To express something that happened in the past. The patterns are: c. S + V II regularirregular Example: He intended to join the party. • Studying explanation about past tense • Indicating the used of past tense in a text • completing the 157 problem. 4. Processing, reasoning, and presenting in the realm of the concrete and abstract related to the development of the self- learned at school, and were able to use the method according to the rules of science. the context • applying the verbs form used in recount text d. S + to be II was, were Example : A blood war was inevitable with Prambanan troop massacred sentences by changing the verb in the bracket into correct form. • filling the diagram to answer the questions that have been made before and presenting to the class • Arranging pictures and making a sentence for each picture • Arranging the sentences into a good recount text Listening and Speaking Ss are able to: • Recount texts in the form of comic strip • Examining a spoken recount text and writing things the students 158 • explain the detailed information of a spoken recount text • explain when to use recount text in daily life do not know andor want to know further •Maki g questions based on the things that students do not know andor want to know further • Listening to a recount text and answering the comprehension questions and reporting the answer to the class. 159 Pronunciation Ss are able to: • pronounce some words stated in the story with the correct stress • Explanation about the consonant g a d h Words with stress on the first Syllable, example:  balance  basis Words with stress on the second syllable, example:  certificate  instruction • Studying an explanation about the stress of words used in the text • Pronouncing words with correct stress Grammar Ss are able to : • identify the use of pronoun in the text • Explanation about the use of pronoun in the text  The subjunctive pronoun, example: I, you, they, we, he, she, it  The objective pronoun, example: me, you, them, us, him, her, it  The possessive before a noun, example: my, his, her, our, their, its, • Listening to a dialog and answering comprehension questions and questions about pronoun • Answering questions that have been made before and 160 your  The possessive after a noun, example: mine, his, hers, theirs, yours, ours presenting to the class • Telling the stude ts’ embarrassing moment with the guiding questions Vocabulary Ss are able to • ,mentionthe term related to the topic Words related to the topic  accident  embarrassed  experience  instructor  nervous  safety • Repeating after the teacher and finding the Indonesian • Filling in the blanks sentences using the words 159 APPENDIX E THE DESCRIPTION OF DEVELOPED MATERIALS 160 The Description of Unit 1

A. Getting Started Task